Tag: Deaf Community

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Active Shooter Awareness: Sign Language Interpreters & Community Preparation

Active Shooter Awareness- Sign Language Interpreters & Community Preparation

In an active shooter incident, understanding expectations, communication, and protocols can save lives. Formal training and open dialogue between sign language interpreters and the Deaf Community is vital.

Tara Adams attended a country music concert with her hearing husband and thirteen of their hearing friends. She was the only person who was Deaf in her group. She has cochlear implants. On the last night of the festival, during the final performance of the night, she heard what sounded like firecrackers going off. She didn’t really pay any attention to it, thinking it was part of the performance. A minute later, she heard them again, louder this time, and then her husband grabbed her hand and they both started running. People all around them were shouting “get down!” and laying down on the ground, thinking the shooter was at ground level and they were taking shelter by laying down and remaining still. Tara and her husband also thought the shooter was level with them, but they decided to keep running away from the sound of gunfire. They wouldn’t know until much later that people were getting shot from a room high up in the Mandalay Bay casino. She looked at her husband and was glad they both were safe. So far. By that time, the threat was long over. Fortunately, there were not any Deaf casualties in Las Vegas. Fortunately, there were not any Deaf casualties in the recent shootings at a church in Texas or at the elementary school in Northern California.

The following questions arise each time we experience an incident of this kind:

  • How can Deaf people prepare for these kinds of incidents?
  • What is the role of sign language interpreters and/or other professionals who work in the Deaf Community?
  • Who provides training that would address all of these questions?

One thing is certain: Active Shooter Incidents are increasing in frequency and severity in the United States.

[View post in ASL]

Only a Matter of Time

To date, there have not been any casualties from Active Shooter Incidents in the Deaf Community. Some Deaf relatives have had family members who were victims, but it is only a matter of time before an individual who is Deaf or hard of hearing becomes a victim. Knowing what to do and preparing in advance are the best indicators for surviving any emergency or disaster, and in that respect, Active Shooter Incidents are no different. Preparation matters. Training and practice save lives. As First Responders say: it’s not a matter of “if”, it’s a matter of “when.”  Bad things are going to happen. The only questions are when they will happen and whether individuals and communities are prepared for them. To date, only a small number of trainings have been conducted specifically for the Deaf Community.

Police and Fire Departments Constantly Train

In order to satisfy licensure maintenance requirements, police and fire department personnel must re-qualify, renew certifications, and/or complete a certain number of continuing education or POST credits. Departments maintain accreditation and permit requirements by providing training opportunities for their personnel and receive state and federal funding by performing exercises on a regular basis. They train. Constantly.

Police Are Not There To Save You

When law enforcement officers engage in an Active Shooter Incident, they have one priority: eliminate the threat. The “threat” is the shooter. An Active Shooter Incident differs from a hostage situation in that the hostage taker’s priorities are a ransom or other goal and taking hostages is a means to that end. An Active Shooter Incident is unique in that the goal of the shooter is to kill, maim, or injure as many people as possible in the shortest amount of time. Law enforcement engages these threats differently. In a hostage situation, the goal is the safety and well-being of the hostages. In an Active Shooter Incident, the goal is to eliminate the threat, which means locating and stopping the shooter. Getting victims to safety is secondary to eliminating the threat.

Police will check each person they find for weapons, assuming the shooter is hiding among the victims. Police will not get victims to safety until after the threat has been located and/or eliminated. Police will give verbal commands. Non-compliance with verbal commands will be met with physically forced compliance. Police are in a hurry to eliminate the threat, they will not be focused on being soft or light or courteous. They will pat-down each person they come across and then verbally order them to stay down and stay put. This certainly has implications for Deaf and Hard of Hearing individuals who may not have access to verbal orders.

Firefighters and Emergency Medical Services Stage at a Safe Distance

Firefighters typically arrive at an Active Shooter Incident after law enforcement has already arrived. They have specific protocol and procedure for responding to incidents where there is a live and active threat: staging at a safe distance. Firefighters and emergency medical personnel will arrive and prepare to receive casualties. They are trained not to enter dangerous areas until those areas are deemed clear of threats by law enforcement personnel.

Run, Hide, Fight

Law enforcement personnel are not there to save you. EMS is not coming until the threat is eliminated. You are on your own. Every individual is responsible to prepare themselves. Some municipalities offer Active Shooter Awareness training free to the public. Some companies offer training for a fee. Methods and modalities differ greatly. The most widely used curriculum for Active Shooter Awareness training follows three basic courses of action depending upon an individual’s proximity to the threat: Run, Hide, Fight.

If you can safely avoid or escape the area where an active shooter is, do so. That’s what “Run” means. If you can’t safely flee, conceal yourself in a safe location, turn out the lights, and remain quiet in order to evade detection by the shooter. That’s what “Hide” means. And if you encounter the shooter, cannot flee and cannot conceal yourself, defend yourself to the best of your ability. That’s what “Fight” means.

Place, time of day, physical conditions of the individual, and weather can all factor into which response will be the best course of action for each person. Preparation is personal and person-specific.

Roles and Responsibility of the Sign Language Interpreter

Sign language interpreting contracts typically have a “force major” clause which renders the contract null and void should an interpreting assignment end or be canceled due to inclement weather, natural disaster, or emergency. Technically speaking, once the shooting starts, the sign language interpreter’s contractual obligations to provide communication and other access has ended. Since the interpreter is not contractually or legally obligated to interpret, the question then becomes what other obligations compel the Interpreter to continue providing access to individuals who are Deaf in an Active Shooter Incident? The sign language interpreter’s own sense of community might compel them to respond in a cooperative way, remain with the Deaf clients, and continue to provide access. But they are under no obligation to place themselves in danger in order to serve others. Sign language interpreters are not first responders, and there is no reasonable expectation for them to respond in any specific way. Nor would it be appropriate to judge them or hold them accountable for what they choose to do or choose not to do during an Active Shooter Incident.

One of the principal tenets of citizen response to emergencies and disasters is placing one’s own personal safety as the top priority. It is impossible to help others when you yourself are injured or incapacitated. For that reason, one’s own personal safety must be priority number one. After that comes concern for the safety of others. Of course, there will always be those among us who make the ultimate sacrifice for the benefit of others.

Victoria Leigh Soto was a teacher at Sandy Hook Elementary school. When a shooter entered the school and began going room by room shooting everyone in sight, she placed herself between the shooter and her students. The shooter shot her several times, and she chose to shield her students with her own body, perishing as a result. Nothing about her employment contract with the school system compelled her to do so. She elected of her own free will and choice to protect her students at the expense of her own life. This may be seen as the correct course of action from the outside perspective, but it must be remembered that no one has the right to demand another person place themselves in danger in order to protect others.

Preparation is the Key to Effective Response

Active Shooter Awareness training provides the preparedness essentials necessary for citizens to be ready to respond appropriately in an Active Shooter Incident. This training is ideally conducted in a safe and controlled environment and with the participation of local law enforcement personnel. Coordination with local law enforcement agencies is essential to effective preparation as part of a whole community response. Advanced Bleeding Control is an essential training for all citizens also. This teaches the participant how to perform life-saving emergency first-aid to help stabilize victims long enough to get to a hospital and receive the care they need to recover. Find out when the next training is near you. Plan to attend. Learn all you can. Ask questions. Get answers. Then ask how you can volunteer for your local agency’s next exercise. As First Responders say, “You respond the way you train.” And they train all the time. If you are serious about learning what to do in emergencies and disasters, start training with them.

Questions to Consider:

  1. What are the moral/ethical considerations for an American Sign Language Interpreter for the Deaf & Hard of Hearing in an emergency situation?
  2.  What is the appropriate way to discuss plans in the event of an emergency between Sign Language interpreters and Deaf clients?
  3. Who is responsible for initiating the discussion?

References:

  1. The Daily Moth. (n.d.). Retrieved December 30, 2017, from https://www.facebook.com/TheDailyMoth/videos/754540961414473/

 

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Sign Language Interpreter Education: Returning to “Deaf Heart”

Returning to "Deaf Heart"

Working with Deaf mentors/tutors will help sign language interpreting students learn how to connect with Deaf people.

[Click to view post in ASL]

Before the 1980’s, when there were not many programs for students studying the field of interpreting, social interaction was a high priority. Potential sign language interpreters interacted with deaf people at churches, in their neighborhoods, at deaf schools and in many other environments in our deaf community where they developed their deaf heart. In our current era, most hearing people are learning ASL through classroom settings, with only a few teachers to help them understand the language better. They do not go outside of the classroom setting to interact with deaf people in our community, unless they are required to attend deaf events for observation and maybe brief interactions. If we continue to educate student interpreters in this way, they won’t learn much, if anything, about Deaf Heart.

Drawing Attention to the Issue

As a faculty member at the University of Arizona since 2010, I knew something was missing from our program. I teach both ASL and Deaf studies courses. Most of the students in my classes major in interpreting at UA but I could tell that when the students graduated from four years in the interpreting program, many of them were not ready to face the real world as certificated interpreters. I hope to draw attention to and provide some suggestions to bridge the gap.

Byron Bridges has a vlog which is made for teachers, interpreters, and ASL students. He strongly believes in sharing ideas topics for discussion relating our deaf culture, ASL, linguistic, teaching/learning, experience, etc.  In one of his vlog posts, he mentioned the concept of “Deaf Heart”. I am sure most of you already know about Deaf Heart, but his discussion drew my attention. In the vlog, he provided what he feels is the conceptually accurate sign for “Deaf Heart”, signed HEART-UNDERSTAND instead of DEAF HEART.

Infuse the Curriculum

From our modern interpreter programs, many students need to acquire Deaf Heart/DEAF-UNDERSTAND. Based on that idea, I started thinking about our program and the gaps I had identified. I believe all sign language interpreter programs should require “Deaf Heart” courses as a requirement for graduation instead of only requiring language classes for four years.

Structuring “Deaf Heart” Courses

Students would be a required to take a “Deaf heart” course with two units per semester with a minimum of three semesters. Students would be required to take six total units in order to graduate. Two units would be specifically for students to do 6o hours of learning outside of the classroom with deaf adults or mentors. While I know it is not easy to find deaf tutors, this type of program could help develop those types of opportunities. Once deaf tutors are hired, they should participate in mandatory training sessions to provide a clear set of rules and expectations for their roles as deaf tutors.

Inevitably, the issue of money comes up when discussing additions to sign language interpreter curriculum. Funding this type of program could be easily addressed. Many students have to pay about $200 -300 for lab fee per course. In this instance, the deaf tutors would be funded through students’ lab fees. Students normally pay for textbooks for each of their classes and one textbook tends cost between $100-300. This would make the cost of a Deaf tutor equivalent to purchasing one textbook.

The professor(s) who leads the Deaf Heart course would coordinate the interactions of 3-4 deaf people (two big D and two small d) with each student for 60 hours for the semester. Every week, students would have a list of questions to answer. The deaf tutors would support the instructor in tracking visits and evaluating students as needed. If the deaf tutor would prefer not to use written formats, students can create vlogs up to 1 to 2 minutes discussing what they talked about with their deaf tutors.

When the students finish 60 hours within the semester, the teacher will evaluate and meet with the students individually to give them a pass or fail. Once the student passes the course, they will move up to second level of “Deaf Heart” coursework.

The Value of Deaf Mentors/Tutors

Working with Deaf mentors/tutors will help sign language interpreting students learn how to connect with deaf people in a variety of ways, not simply as a professional interpreter who is only interpreting. These Deaf mentors/tutors could help to refine students’ sign language skills, teach them how to deliver an accurate message in ASL versus transliteration, and help them understand how a CDI works. They would do this by bringing students to deaf clubs, deaf schools, and deaf events, etc. It is important that all faculty, ASL teachers, and deaf people who are well educated need to get together to monitor and hire deaf tutors and pay them every semester.

It is equally important that sign language interpreting students are exposed to Deaf mentors/tutors from a variety of backgrounds and experiences. Interpreter Educators should be selecting deaf tutors from big “D” to small “d”, (“D” meaning more culturally Deaf than simply deaf “d” with hearing loss). Many deaf people come from many different families, some raised in deaf schools, some attended mainstreamed schools, some have a strong cultural background, some use voice, some are grassroots, some are from Gallaudet or NTID and many more. While deaf people have many different backgrounds, we all have similar experiences being oppressed, discriminated against, frustrated with the communicate barriers and struggling to get services, such as the provision of sign language interpreters. I think it would be good for students to interact with range of people from big D Deaf to small D deaf and to help develop and connect with deaf people by understanding our tendencies, customs and values. It is important for Deaf tutors to make sure that students learn they are not here to help the “poor deaf people”. Becoming a sign language interpreter should not be paternalistic, nor should people choose this profession simply for money.

Successful Interpreters Should Have Deaf Heart 

Sign language interpreters should take full advantage of the privilege to work with deaf people through training, and through gaining access to knowledge about what deaf heart really is and how it shows itself. They must fully comprehend deaf heart to be a successful interpreter.

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Expanding the Definition of “Sign Language Interpreter Educator”

Expand the Definition of Sign Language Interpreter Educator

What makes a Sign Language Interpreter Educator? Jessica Bentley-Sassaman shares why this title belongs not only to instructors at the front of the classroom, but to those who guide and mentor interpreters throughout their education and career.

Traditionally, when people think of a sign language interpreter educator, they think of a person who formally teaches in an Interpreting Program at a college or university. It is true that instructors and professors who work at colleges and universities are interpreter educators, however there are so many more who guide new interpreters and interpreting students on their way to becoming a proficient interpreter. The definition of a sign language interpreter educator encompasses so many more people than only those who formally teach.

[Click to view post in ASL]

Sign language interpreters do not learn how to interpret by only attending classes at their local Interpreting Program. They also need to participate in a variety of activities that will engage them and provide opportunities for growth as a language user and as a sign language interpreter. These activities also prepare them for their careers.

These activities include but are not limited to:

  • interactions with the Deaf community outside of classes to become proficient in ASL
  • observations of working interpreters
  • mentoring with interpreter mentors
  • working as teams/colleagues with mentors after graduation

Brian Morrison said it aptly in his article, It Takes a Village to Raise a Sign Language Interpreter, “Interpreter education programs have a finite amount of time. We know that they aren’t able to teach everything we would like students to know before they enter the field” (Street Leverage, 2013). Interpreter educators are not the only people who are doing the educating of new interpreters.

Expanding the Definition

Mentors

Perhaps you have thought, ‘I just mentor students, I am not an educator.’ Being “just” a mentor is educating interpreters. Mentors, whether Deaf or hearing, teach new sign language interpreters about language use, application of ethical decision making in the moment, on-site logistics, debriefing after an interpretation, providing immediate feedback, engaging in reflection, and assisting in application of new skills. Some mentors team up with working interpreters who are working towards certification, state licensure, or the Educational Interpreter Performance Assessment. Even though that interpreter is not a student, he or she is still learning about a new skill and learning how to apply that new skill. I have worked with mentors several times in my career as an interpreter – as an intern on my practicum, when working towards earning my RID certification, years later as a certified interpreter when I was working on taking the Specialty Certificate: Legal. Even now, if a situation comes up and I need to bounce ideas off another, I call a more seasoned interpreter and pose my questions.  Mentors play a crucial role in the skill development of interpreters, no matter if the interpreter is novice or seasoned. Mentors are interpreter educators.

Some interpreting agencies have mentorship programs, whether formal or informal. These programs assist during the transitional period from graduation to certification or to working interpreter. By setting up these types of mentorships, these agencies provide opportunities for new sign language interpreters to work with seasoned interpreters. They have a vested interest in seeing the Deaf community receiving the quality services that they deserve. These agencies are interpreter educators.

Presenters

Workshop presenters are educators. The knowledge that presenters impart to interpreters helps mold them, sharpening their skill sets, teaching new information, new insights, and new ways of thinking. Sign language interpreters in all walks of life grow from the content taught during workshop trainings. Whether it is ground breaking information, or a new spin on an old theory, if you are a workshop presenter, you are an educator.

Deaf Community

Deaf community members who take new interpreters under their wing and help get them established in the Deaf community are interpreter educators. The amount of information/experience the Deaf community graciously gives to sign language interpreters is invaluable. Stacey Webb noted the importance the Deaf community has on the interpreting community in her article, The Value of Networking for the Developing Sign Language Interpreter. There is no way to fully express the debt and gratitude owed to the Deaf community for the valuable instruction. You are an educator.

Researchers

Researchers provide the theory, the reasons behind why we do what we do as professionals. Their contributions to the field of interpreting have expanded our horizons, have put a term to what it is we do, have validated that ASL is a language, helped interpreters understand the process of interpretation. Through articles, books, workshops, and courses taught, the cutting edge research expands sign language interpreters’ horizons. Researchers are educators.

It Takes More Than One

It takes more than just one teacher to produce a qualified sign language interpreter. For all those who are involved in teaching, guiding, mentoring, encouraging, and embracing interpreters; you are educators.

Improving the quality of interpreters is the core of who we are as a profession. Our united goal is to provide the Deaf community with the qualified, effective interpreting services, embracing the concept of a Deaf-heart (see Betty Colonomos’ article Sign Language Interpreters and the Quest for a Deaf Heart) and giving back to the Deaf and interpreting communities for future generations. For everything you have done to assist a new interpreter, you are an interpreter educator and CIT is an organization for you.

Where Do Educators Find Support?

There has been a misconception that CIT is only for interpreter educators. This is not the case. The Conference of Interpreter Trainers was established in 1979. CIT’s mission statement starts out with our purpose, to “encourage the preparation of interpreters who can effectively negotiate interpreted interactions within the wider society in which Deaf people live” (CIT).

The CIT conference is a gathering of people like you, interpreter educators. The conference is a great time to network with other professionals. Learn about new teaching approaches, mentoring practices, standards in interpreter education, technology, and application of studies. This conference is a great place to learn more about being an interpreter educator and to get involved. CIT is for you!

My Personal Journey to CIT

I began teaching at an ITP in 2006. At that time I was unaware CIT existed. A fellow educator at another institution had talked to me about and encouraged me to join. He also encouraged me to get involved in a CIT committee. That advice lead me to joining and becoming involved in CIT. I attended my first CIT conference in 2010 and I enjoyed the intimacy of the conference. I was able to network with and get to know many other CIT members who were educators, presenters, and mentors. That networking has made me a better educator. Attending CIT conferences is like coming home to a community who has a vested interest in providing high quality interpreting services for the Deaf community.

In Conclusion

Everyone who has a hand in assisting interpreting students, new and working interpreters is an interpreter educator. Your role in that interpreter’s career is important.  By being involved with an interpreter student, new and working interpreters, and providing feedback, you are sustaining the field of interpreters, you are ensuring that the interpreters gain and have the necessary interpreting skills and understanding of what the Deaf community looks for in interpreters. As time goes on, those interpreters will look back and remember that someone else took an interest in assisting them. Those interpreters are the future and they will learn by example how to give back to the interpreting and Deaf community based on how you educate them. You are an interpreter educator.

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#Doable: How Sign Language Interpreters Restore Relationships With The Deaf Community

Sign language interpreters have an obligation to improve our profession while empowering the Deaf community in which we work. What #doable actions will you take to build relationships and become an ally?

I was privileged enough to serve as a full-time conference interpreter at the 2013 RID Conference in Indianapolis, Indiana. I was, as always, thrilled to have the opportunity to work with incredible colleagues, meet new people, and reconnect with old friends. After nearly 25 years in the field of sign language interpreting it is like a delicious treat to revisit those with whom you have created history, and to re-imagine the future that could be.

One of the unique features of this conference was the Community Forum. While this forum may have been a difficult process for many of the participants, the critical take-away message that I found quite heartening was: “The Deaf Community wants you and misses you and wonders where things broke down.” The “you” in this observation is “sign language interpreters,” all interpreters.

The #Doable Challenge

The challenge extended by leaders of the Community Forum was to find actions that were “doable” in our quest to reunite the Deaf and interpreting communities. The challenge included using these actions as a jumping-off point from which to fortify these relationships and the profession that all of us have worked so hard to build. The Twitter hashtag used during the conference was #doable.

Finding #Doable Actions

There are four primary ways you can uncover #doable actions:

1. Look Inward

It is a harsh reality, but despite one’s best intentions, even the most vigilant interpreters (and I count myself among them) can engage in audism. This unwitting participation in what has become the most insidious type of oppression is hard to take once you realize you have, and may still be, engaged in it. Take a look at your own internal beliefs and practices. Are you doing something as “innocuous” as choosing the Deaf participant’s seat at an event at which you are providing interpreting services? Are you answering questions from a hearing participant that would be better answered by the Deaf participant?

Are you collaborating with the Deaf participant or dictating to them instead? Look for the opportunities to work as an ally and collaborator rather than persisting in maintaining a hierarchical relationship. 

2. Look Outward

What opportunities are there to create change in your immediate geographic area or community? How can you show your commitment to the field of sign language interpreting while simultaneously showing your gratitude for the Deaf Community and the career it allows you to have? What kinds of things can you do to outwardly express the richness that ASL and the Deaf Community have brought to your life?

3. Look Backward

Since the 2013 RID Conference was RID’s 50th year anniversary event, history was a critical component of celebrating what is still a relatively young field. I was inspired to see some of the original founders of RID at this convention and to feel their passion as they shared experiences from their journey over the last half-century. You can see some of it via the StreetLeverage social media coverage of the conference.

One of the things that struck me was the passion of those CODAs who spoke about their earliest experiences interpreting for their parents, and what the changes in the field of sign language interpreting (in which they must feel so much ownership) has meant to them and their families. I have so much respect for CODAs who never “leave” the Deaf Community and “go home.” The Deaf Community, for them, is home. Small wonder why they are so protective of it. There is so much value in learning from those who have come before you. Spend time with these members of your community. Ask them to share their experiences. Take advantage of the opportunity to learn from what they share: both the successes and trials.

4. Look Forward

One of the things that excites me more than anything else is student interpreters and recent interpreter program graduates. These folks are excited, energized, and ready to be the next communication bridges between the Deaf and hearing worlds. There is nothing more inspiring to me than watching a new sign language interpreter suddenly become a colleague. Get involved in the future of the interpreting field. Try to find ways to help impact the future of the field for the better. As shared in the StreetLeverage – Live 2013 | Atlanta I am change video and to quote an often used adage, “Be the change you would like to see in the world.” While learning from and valuing our past is important, not dwelling on it is also good advice.

Taking #Doable Action

There are so many things that we can choose to engage in to both support one another as colleagues and to support the Deaf Community as Allies. I couldn’t hope to list them all here, but I wanted to give you a short list of actions we can all take to begin to repair the seeming void that has fragmented our shared world:

1. Patronize Deaf Businesses/Service Providers

Support the folks who are in the Community that gives you business by giving some back to them! A few ways you can do this are to:

    • Encourage the use of CDIs
    • Patronize Deaf businesses where possible
    • Refer people seeking resources back to the Deaf Community

As Trudy Suggs suggests in her StreetLeverage – Live talk, Deaf Disempowerment and Today’s Interpreter, this reciprocity–choices to patronize deaf businesses–empowers the deaf community while fortifying the relationship between the two communities.

2. Get Involved in the Local Deaf Community

This can seem daunting in the age of fewer and fewer Deaf clubs, and fewer and fewer regular gatherings of Deaf people. However, there are always opportunities to volunteer at Deaf events like theatrical productions, residential school programs, Deaf group homes for the elderly, Deaf Sports teams, or other organizations that cater to whatever facet of Deaf society you might find compelling. Don’t let technology get in the way of real, 3-D interaction. Find a way to make it happen!!

3. Engage in Pro-Bono Work

This idea is often met with contention. Many sign language interpreters believe if they engage in pro-bono work that requesting entities will assume all interpreters will work “for free” and that ultimately doing such work will undermine the efficacy of such laws as the Americans with Disabilities Act. However, there are opportunities to donate your services to organizations that are well-deserving or otherwise not covered under the various accommodations laws we have in place. Think about things like Oxford House meetings (for recovering substance abusers), AA or NA meetings, religious services or events, non-profit events such as Race for the Cure (Breast Cancer). Find what speaks to you and donate a few hours of service. More on how pro bono work can enhance your work can be found in Brandon Arthur’s article, 5 Easy Career Enhancers for Sign Language Interpreters.

4. Define the Future

Be a resource not only to Deaf Community members who seek information, but also to those up-and-coming sign language interpreters who strive to do right by serving the Deaf Community and the field of interpreting admirably. Volunteer to speak at your local interpreter training program about a topic that you are passionate about. Host a Q&A of veteran interpreters, giving new interpreters opportunity to ask their burning questions. Host a Deaf Community Panel where Deaf panelists can speak about the qualities they look for when hiring an interpreter, as well as those qualities they don’t find so desirable. Mentor new interpreters whenever you can. The idea that mentoring someone new is somehow putting oneself out of a job is ludicrous. It is our responsibility as veteran interpreters to ensure that when we are gone, there are other incredible interpreters out there to take our places, as Brian Morrison so eloquently stated in his post, It Takes a Village to Raise a Sign Language Interpreter.

In order to preserve our legacy, we must leave positive impressions on the lives of the next generation.

5. Leave Your Ego at the Door

It is hard to receive criticism (constructive or otherwise), and it is even harder to do so without being defensive. Work on ways to accept such feedback without defending yourself. Kendra Keller’s article, Case Discussion: Sign Language Interpreters Contain Their Inner “What the …!!!?”, helps us consider ways to think about what is being expressed as a genuine gift and something that can be used to improve future interactions. Even if, after reflecting on a situation, you decide that you still disagree with the criticism, consider the perception of the person who gave you the feedback and realize that something in the setting compelled them to give you that feedback. Figure out if there is anything you can do to improve the situation for the next time.

6. Gratitude

Remember to express your gratitude.

I am so lucky. I fell into the field of interpreting by chance. I am grateful to have been accepted into an incredible new culture while learning a completely new language. Here it is, 25 years later, and I can’t begin to count the people, both Deaf and hearing, who have guided me on this path. In keeping with Brandon Arthur’s article, Sign Language Interpreters and the Karma of Gratitude, I offer my thanks to those who have shared in my journey.

To all of you who taught me: thank you. To all of you who helped me grow: thank you. For all the unique and incredible experiences: thank you! To all of you who will graciously teach me new things each day: thank you.

Let’s always remember where we came from, how we got to where we are today, and those who have shared in our journeys.

In Conclusion

This is our profession and, as such, we need to commit to being actively engaged in shaping the future in order to preserve a legacy of which we can be proud.  It starts by individually leaving positive impressions with every interaction. When I look back at the impressions I have left on my field and the Deaf Community, I want to see that in some way I have helped to improve the profession while empowering the community in which I work.  It isn’t money, status, or recognition that makes someone a good interpreter– it is integrity, respect for the language and culture, and a commitment to betterment of oneself while empowering the community.

Make these ideals your mission and become another ally in the quest to build sign language interpreter/Deaf Community relationships.

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The Value of Networking for the Developing Sign Language Interpreter

The Value of Networking for Sign Language Interpreters

In the world of ubiquitous social networks, Stacey Webb explores the significant value of networking offline for emerging sign language interpreters.

In order for students to be successful sign-language interpreters, prior to graduating it is critical that they develop a relationship with both the Deaf and Hard of Hearing Community (DHHC) and current-working professionals within the DHHC.  This would include interpreters, educators and DHHC advocates. By fostering these relationships, students will create educational, professional and personal opportunities that would not be available to them outside of the classroom environment. Personally, I would not be as successful in my career had the DHHC and Interpreter Community not provided me guidance.  These communities did not seek me out to help; rather, I became involved in community-related endeavors and positioned myself to become a well-connected member.

Importance of the Deaf and Hard of Hearing Community

In order for sign language interpreters to be successful, a relationship with the DHHC is paramount, as suggested by Trudy Suggs in her post, A Deaf Perspective: Cultural Respect in Sign Language Interpreting .  An interpreter in California once stated, “If you call yourself an Interpreter and you have never had a deaf person in your home – shame on you!”  In order to be an effective interpreter, one must create a relationship with the community in which you will serve.  Through this relationship, doors are opened which provides for a greater understanding of the people and language epitomizing the culture.  As a participant in the community, interpreters are able to represent and interpret messages more accurately and equivalently.

It is important that interpreters understand their personal and professional roles within the DHHC.  Historical analysis of the role of the sign language interpreter is helpful in developing and understanding the role of today’s interpreter.  For the role has ranged from overzealous inclusion with the community, known as the “helper model,” to almost-complete detachment from the community, also known as the “conduit model.”  As the interpreting profession has evolved through its peeks and valleys, one sentiment has become absolute—relationships with the DHHC are essential and their importance should not be underestimated.

Socializing with Language Users is Essential

Unfortunately, the DHHC is often a stopping point for opportunistic students who simply wish to only learn American Sign Language.  After getting a basic understanding of the language, either by graduating from a program or earning an interpreter certification, opportunists leave with little to no continuing relationship with the DHHC.  I cannot stress the importance of undeviating involvement.  To learn American Sign Language well, interpreters must immerse and socialize with language users.  By starting networks early in ones career, it provides the perfect opportunity for interpreters to create life long friendships that will add richness to their personal journey into the Deaf world. This also creates a link for future professional opportunities.

Relationships With Working Interpreters

Robert Kiyosaki, an American investor and author stated, “If you want to go somewhere, it is better to find someone who has already been there.” As a graduate, whether you feel completely confident and capable in your skill set, or you feel insecure about your abilities, actual work experiences are invaluable.  Work experiences are continually enhanced through professional relationships with interpreters of all facets. The interpreter profession is growing in popularity, constantly evolving as new research is being discovered, and flourishing with educational opportunities.  These changes have helped create a field of professionals with various skills, abilities, and knowledge, all of which have strengthened the profession.

By developing relationships with others in the field, the opportunities for professional development become endless and help to create a “career,” not simply a “job.”  These relationships create increased opportunities for jobs, provide teaming and mentorship possibilities, allow for professional dialoging and workshop attendance and allow interpreters to meet other professionals that will help advance their careers.

Networking Creates a Strong Community

Having a drive to connect with others, your roots will grow within the profession and you will want to become an interpreter who gives back to the profession by assisting upcoming interpreters in their career endeavors.  Networking aids in creating a strong community of reflective practitioners who work together to become highly qualified while preparing the next generation of interpreters.   This profession has been likened to working on an isolated island, but in my opinion, if that is true, the island I work on must be the most populated island in existence.

Relationships With Professionals Outside of the Deaf Community

Interpreters often operate as the middleman between the DHHC and Hearing Community.  Therefore, they have opportunities to educate both populations on the particulars of each community and its respective culture.  Further, these professionals are often responsible for the hiring and contracting of other interpreters.  Therefore, remember that anyone you meet has the opportunity to have a deaf client or host a public event that openly caters to the DHHC.  As interpreters, we have all been to public events that would have been enhanced had the venue or organizer provided an interpreter to cater to their DHH patrons.

By networking with other types of professionals, you have the opportunity to educate, which creates a platform for change in accessibility and equal access.  Several business professionals, educators and even government officials that I have communicated with were unaware of the particulars of the Americans with Disability Act and because of my background, I have been able to inform them on the needs for equal access.  It is often through edifying conversations that misconceptions are broken, innocent ignorant stereotypes are overcome and personal responsibilities are accepted.  It is important that you strive to be a resource and a liaison for your DHHC, thus aiding in your professional endeavors, while leaving a considerable and lasting impact on both the DHHC and interpreting profession.

Relationships Build Long-Term Success

Regardless of your years of experience, career satisfaction occurs through improved working relationships with peers, coworkers, students and customers. Sign language interpreters who immerse themselves into the field by staying visible to the people they come in contact with, while avoiding the traps of isolation, and clock watching have a fuller career.  Career expectations come in all shapes and sizes.  When expectations are realized through service as a friend, mentor, teacher, and advocate, you will make a difference for the people you meet along your professional journey.  Below are some tips for all interpreters on how to create and retain your networks.

Creating & Retaining Your Networks

  • Discover Deaf Events: Involve yourself in your local DHHC by actively participating in silent dinners, deaf professional happy hours and workshops particular to individuals who are deaf or hard of hearing. Attending these events will enable you to immerse yourself in the Deaf culture and will help you come in contact with future clients.
  • Remember Reciprocity: Unfortunately, there are often interpreting needs not covered by the Americans with Disabilities Act.  As an interpreter, you have spent time learning a language so you can help the DHHC and Hearing Communities interact with each other.  It is important to remember the needs of DHHC will also be supporting you financially.  Be willing to work pro bono when the appropriate time arises—for example, interpret weddings, funerals and baby showers as a way to give back to the community
  • Professional Development:  Attend workshops and conferences to expand your professional network. This will enable you to meet interpreters from all over the country and could potentially lead to new job opportunities.  When in attendance, dress professionally, and be willing to meet new people.  If you simply pair up with the one person you know at the event, you will be limiting your professional opportunities.
  • Professional Affiliations:  Join the Registry of Interpreters for the Deaf (RID) the National Association of the Deaf and local affiliate chapters of both organizations.  Further, if you have any specific interests in the field, join those organizations as well. Whether your interest lies with the Conference of Interpreter Trainers, the National Association of Black Interpreters, or the American Sign Language Teaching Association. You do not have to simply be a cardholder in the organizations. You can join a committee, task force or hold an officer position to become an active member and agent of change.  When you take on such roles, you will meet other stakeholders in the profession and form new relationships.
  • Stay Current:  Read current publications and journals that are well received by the interpreting profession.  RID publishes the Views quarterly and the Journal of Interpretation yearly. Gallaudet University Press also publications and resources relating to the most current research related to American Sign Language linguistics and education, as well as cultural studies of individuals who are Deaf and Hard of Hearing (DHH). Additionally, trending blogs and vlogs, bring attention to current topics and issues affecting the DHHC and interpreting profession. These mediums all you to participate in professional dialogues, allowing you to speak knowledgably, credibly and genuinely with your peers.
  • Community Involvement: Become involved in local organizations, such as your local Chamber of Commerce, Sertoma club or hiking group.  By expanding your network of personal contacts, you will also be expanding your network of potential professional contact and will be creating business opportunities for yourself, accessibility for the DHHC and ultimately helping to close gaps between the Deaf and Hearing worlds.
  • Create Opportunities: Do not wait for people to approach you and integrate themselves into your life.  Remember to be friendly, smile and be willing to create conversations with strangers.  Don’t just focus on yourself; ask others questions and learn about their lives and careers.  By helping others achieve their goals, they will often assist you on your journey as well.  Stay at the conference site hotel, arrive to events early, ask questions, share your passions and follow up.

Be Grateful

People live extremely busy lives.  Regardless of whom you meet be grateful for the person’s time.  When appropriate, shake hands, offer a hug and always follow up with a thank you card.  If someone donates their time to you and provides you with the opportunity to take them out for coffee or lunch, remember to always pay and articulate your gratitude.

How have your relationships and professional networks enriched your professional career and personal journey?